Classrooms going online : Nordic lower secondary teachers’ readiness at the COVID-19 outbreak

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http://hdl.handle.net/10138/340261

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Nilsberth , M , Slotte , A , Høegh , T , Zophoníasdóttir , S , Högström , J , Johansson , A , Olin-Scheller , C & Tarander , E 2021 , ' Classrooms going online : Nordic lower secondary teachers’ readiness at the COVID-19 outbreak ' , Education in the North , vol. 28 , no. 3 , pp. 44-62 . https://doi.org/10.26203/6358-rk88

Title: Classrooms going online : Nordic lower secondary teachers’ readiness at the COVID-19 outbreak
Author: Nilsberth, Marie; Slotte, Anna; Høegh, Tina; Zophoníasdóttir, Sólveig; Högström, Jenny; Johansson, Annelie; Olin-Scheller, Christina; Tarander, Eva
Contributor organization: Department of Education
Education of Education
Date: 2021-12-16
Language: eng
Number of pages: 19
Belongs to series: Education in the North
ISSN: 0424-5512
DOI: https://doi.org/10.26203/6358-rk88
URI: http://hdl.handle.net/10138/340261
Abstract: The aim of this article is to make visible Nordic lower secondary teachers’ experiences of the initial period of the COVID-19 pandemic, guided by three research questions: 1. What challenges and strategies can be identified in teachers’ descriptions of teaching during the pandemic outbreak? 2. What appears to be the role of digital technology in these challenges and strategies? 3. How can we understand the readiness and educational priorities of these Nordic schools in this time of crisis? Theoretically, we draw on the three main domains of purposes of education coined by Biesta (2015); qualification, socialisation and subjectification. The empirical data consists of online qualitative interviews with 17 lower secondary teachers from Denmark, Finland, Iceland and Sweden, teaching in different school subjects. A thematic content analysis was conducted, finding three main areas of challenges in relation to organisation of teaching, classroom dialogue and assessment of student learning. Our analysis makes visible how besides digital readiness, the readiness of the studied schools relied on the teachers' ability to act independently in finding professional solutions in a time of crisis. The teachers did not just sit and wait for instructions on what to do, but took initiatives and managed the situation as best as they could drawing on their professional competence.The aim of this article is to make visible Nordic lower secondary teachers’ experiences of the initial period of the COVID-19 pandemic, guided by three research questions: 1. What challenges and strategies can be identified in teachers’ descriptions of teaching during the pandemic outbreak? 2. What appears to be the role of digital technology in these challenges and strategies? 3. How can we understand the readiness and educational priorities of these Nordic schools in this time of crisis? Theoretically, we draw on the three main domains of purposes of education coined by Biesta (2015); qualification, socialisation and subjectification. The empirical data consists of online qualitative interviews with 17 lower secondary teachers from Denmark, Finland, Iceland and Sweden, teaching in different school subjects. A thematic content analysis was conducted, finding three main areas of challenges in relation to organisation of teaching, classroom dialogue and assessment of student learning. Our analysis makes visible how besides digital readiness, the readiness of the studied schools relied on the teachers' ability to act independently in finding professional solutions in a time of crisis. The teachers did not just sit and wait for instructions on what to do, but took initiatives and managed the situation as best as they could drawing on their professional competence.
Subject: 516 Educational sciences
Peer reviewed: Yes
Rights: cc_by_nc
Usage restriction: openAccess
Self-archived version: publishedVersion


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